Page 223 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

stories about the Rougarou and Ti-Jean teach? What values and beliefs do they reflect? How are these still relevant for Métis individuals?”
B2.4 analyse how a variety of locations that First Nations, Métis, and Inuit communities consider culturally significant reflect aspects of a world view (e.g., the belief of Curve Lake First Nation members that spirits speak through crevices in
the Kinomaage-Waapkong, or Teaching Rocks, emphasizes the connection between the natural and spirit worlds; the belief that Inuit land at Marble Island, Nunavut, is not only a traditional hunting area but also the historical site of a creation story indicates that the land has lessons to teach the people; the continued significance of Mica Bay as the site of a confrontation between Métis land defenders and non-Indigenous miners reveals the role of history in shaping Métis identity), and make inferences about the continuing relevance of these sites in contemporary life
Sample questions: “What value is associated with the belief that particular locations, such as Dreamer’s Rock, are sites of spiritual direction? How is this value reflected in the fasting, visions, and sweat lodge ceremonies that are practised at such sites? In what ways do these ceremonies sustain individual and cultural identity in a contemporary world?” “What do the stories, knowledge, and traditions that are associated with the kettle stones found along the shore of Lake Huron tell us about the world view of the Kettle and Stony Point First Nation?” “What practice is associated with Inuit traditional land at Marble Island? What belief does that reflect?”
B2.5 analyse and compare several different First Nations, Métis, and Inuit ceremonies and other traditional practices in terms of how these practices help define individual and/or collective roles and responsibilities within a world view (e.g., with reference to rites of passage, seasonal practices, decision-making processes, governance)
Sample questions: “How does the concept of Guswenta or Kaswentha (Two Row Wampum), influence the conduct of neighbouring nations during the Haudenosaunee Edge of the Woods ceremony? What other traditional practices have a similar purpose? How do these practices help shape contemporary Indigenous perspectives?” “How do Cree and Anishinaabe individuals use the medicine wheel to support decision making? In what ways does this practice help define the individual’s responsibilities? What other First Nations decision-making practices can you identify?” “How do Inuit rites of passage build leadership skills and encourage pride in cultural identity? What examples can
you give? How might you compare these rites of passage to those in another Indigenous culture?” “How does the Teslin Tlingit Council incorporate traditional practices associated with the clan system into contemporary governance institutions?” “What traditional Métis practices are associated with marriage and birth, and how are these practices distinct from those of other cultures? What individual roles are connected with these practices, and with what responsibilities? How do these roles reflect Métis values?”
B3. Cultural Awareness Skills and Strategies
By the end of this course, students will:
B3.1 identify and explain the purpose of a variety of cultural awareness skills and strategies (e.g., remaining open to a variety of world views in a group discussion deepens the cultural understanding of the participants; demonstrating an understanding of local community experiences when seeking information and knowledge indicates respect and empathy; researching the beliefs, values, and aspirations of other cultures before guest speaker presentations enables listeners to follow appropriate cultural protocols when asking questions and to extend their learning; identifying signs of social discomfort during peer interactions can help bridge cultural differences), and apply them effectively when exploring First Nations, Métis, and Inuit ways of knowing, world views, and contributions to society
Sample questions: “How might knowledge of First Nations, Métis, and Inuit family structures and kinship systems support the development of Indigenous programming in public institutions? How might such knowledge be helpful to educational or health organizations that are establishing Indigenous community advisory councils?” “What are some ways to demonstrate respect for, and respond to, the perspectives
of a First Nation, Métis, or Inuit community facing a complex issue?”
B3.2 analyse several different First Nations, Métis, and Inuit cultural works in terms of what they communicate about cultural identity, cultural continuity, and/or cross-cultural interaction (e.g., assess Tomson Highway’s play The Rez Sisters as a response to cultural stereotyping; analyse the juxtaposition of historical documents and images in the design of some Idle No More communications; compare First Nations community perspectives
of the Mohawk Warrior Flag with its depiction in mainstream media, and suggest reasons for any differences)
UNDERSTANDING AND RESPECTING WORLD VIEWS AND CULTURAL DIVERSITY
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World Views and Aspirations of First Nations,
NBV3C
Métis, and Inuit Communities in Canada